BOARD #484: Establishing the ‘Structural Learning Lab’: A Hands-On Approach to Enhancing Engagement and Understanding in Civil Engineering Education (WIP)

Maria Jose Echeverria; Julie Fogarty; Jose E. Garcia

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Conference: 2025 ASEE Annual Conference & Exposition
Location: Montreal, Quebec, Canada
Publication Date: June 22, 2025
Start Date: June 22, 2025
End Date: August 15, 2025
Conference Session: Civil Engineering Division (CIVIL) Poster Session
Tagged Division: Civil Engineering Division (CIVIL)
Tagged Topic: Diversity
Page Count: 9
Permanent URL: https://peer.asee.org/56000

Paper Authors

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Maria Jose Echeverria California State University, Sacramento orcid.org/0000-0002-7424-4281

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María José Echeverría, Ph.D., is a dedicated educator and Assistant Professor of Civil Engineering at California State University, Sacramento. With dual doctorates in Civil Engineering from the University of Colorado Boulder and Pontificia Universidad Católica de Chile, she brings a wealth of knowledge in seismic resilience and structural engineering to her teaching. Dr. Echeverría has taught a range of courses, including Mechanics of Materials and Earthquake Engineering, and has served as a Graduate Instructor and Teaching Assistant in both the U.S. and Chile. Passionate about mentoring, she strives to inspire the next generation of engineers to build safer, more resilient communities.

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Julie Fogarty California State University, Sacramento

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Dr. Fogarty received her B.S. in Civil Engineering at Johns Hopkins University, M.S. degrees in both Civil & Aerospace Engineering, a Ph.D. in Civil Engineering, and a certificate in Engineering Education Research from the University of Michigan. She is c

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Jose E. Garcia California State University, Sacramento

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Jose E. Garcia, Ph.D., is an Associate Professor of Civil Engineering at California State University, Sacramento. He earned his B.S., M.S., and Ph.D. in Civil Engineering from The University of Texas at Austin. Dr. Garcia specializes in concrete durability and sustainability, and he teaches courses in structural mechanics and concrete technology. He is deeply committed to advancing diversity, equity, and inclusion in engineering education. His teaching also incorporates hands-on learning through physical models that illustrate fundamental concepts in structural mechanics.

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Abstract

This Work-in-Progress (WIP) report outlines the development of the Structural Learning Lab, an interactive learning center designed to enhance student engagement and improve comprehension of complex civil engineering concepts. The project focuses on reorganizing existing resources and integrating new physical models, including the Load Path Explorer and the Flex Frame, to provide students with tangible, hands-on representations of theoretical content. These models will be incorporated into civil engineering courses to deepen understanding of key topics such as load paths, construction sequences, and structural deflections.

The lab addresses a critical need in civil engineering education: providing practical tools that enhance students’ spatial visualization skills. Many students struggle with abstract concepts when taught solely through traditional lecture-based methods. By offering interactive physical models, the lab bridges the gap between theory and real-world application. In addition to improving student learning, the lab will serve as a resource for faculty, supporting the integration of active learning tools into instructional practices.

Research indicates that hands-on learning tools are especially effective for students from underrepresented groups, including women and minorities, who often face additional challenges in courses requiring strong spatial reasoning skills. The Structural Learning Lab’s focus on tangible learning aids aims to reduce these barriers and contribute to higher retention and success rates among diverse student populations.

This WIP report presents the initial steps in establishing the lab, including the design and construction of new models, the reorganization of existing materials, and early insights from pilot implementations. It also provides a preliminary analysis of students’ initial understanding of structural load paths and related concepts before introducing the Load Path Explorer educational tool.

Expected outcomes include improved student comprehension of structural principles, increased engagement in active learning environments, and greater faculty use of hands-on teaching resources. Impact will be assessed using a mixed-methods approach, including pre- and post-implementation surveys, focus groups, and analysis of grade distribution reports, providing both quantitative and qualitative measures of effectiveness. Improved student retention may also emerge as a longer-term benefit.

Citation
Format

Echeverria, M. J., & Fogarty, J., & Garcia, J. E. (2025, June), BOARD #484: Establishing the ‘Structural Learning Lab’: A Hands-On Approach to Enhancing Engagement and Understanding in Civil Engineering Education (WIP) Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/56000

TY - CPAPER
AB - This Work-in-Progress (WIP) report outlines the development of the Structural Learning Lab, an interactive learning center designed to enhance student engagement and improve comprehension of complex civil engineering concepts. The project focuses on reorganizing existing resources and integrating new physical models, including the Load Path Explorer and the Flex Frame, to provide students with tangible, hands-on representations of theoretical content. These models will be incorporated into civil engineering courses to deepen understanding of key topics such as load paths, construction sequences, and structural deflections.

The lab addresses a critical need in civil engineering education: providing practical tools that enhance students’ spatial visualization skills. Many students struggle with abstract concepts when taught solely through traditional lecture-based methods. By offering interactive physical models, the lab bridges the gap between theory and real-world application. In addition to improving student learning, the lab will serve as a resource for faculty, supporting the integration of active learning tools into instructional practices.

Research indicates that hands-on learning tools are especially effective for students from underrepresented groups, including women and minorities, who often face additional challenges in courses requiring strong spatial reasoning skills. The Structural Learning Lab’s focus on tangible learning aids aims to reduce these barriers and contribute to higher retention and success rates among diverse student populations.

This WIP report presents the initial steps in establishing the lab, including the design and construction of new models, the reorganization of existing materials, and early insights from pilot implementations. It also provides a preliminary analysis of students’ initial understanding of structural load paths and related concepts before introducing the Load Path Explorer educational tool.

Expected outcomes include improved student comprehension of structural principles, increased engagement in active learning environments, and greater faculty use of hands-on teaching resources. Impact will be assessed using a mixed-methods approach, including pre- and post-implementation surveys, focus groups, and analysis of grade distribution reports, providing both quantitative and qualitative measures of effectiveness. Improved student retention may also emerge as a longer-term benefit.

AU - Maria Jose Echeverria
AU - Julie Fogarty
AU - Jose E. Garcia
CY - Montreal, Quebec, Canada
DA - 2025/06/22
PB - ASEE Conferences
TI - BOARD #484: Establishing the ‘Structural Learning Lab’: A Hands-On Approach to Enhancing Engagement and Understanding in Civil Engineering Education (WIP)
UR - https://peer.asee.org/56000
ER -